Content Standards: ELA3W2a Persuasive: Captures a reader's interest by stating a clear position/opinion and developing a point of view.
ELA3W2e Persuasive: Uses appropriate organizational structures to ensure coherence (introduction, body, conclusion) and appropriate formats (speech, brochures, advertisement, movie and book reviews).
H35a: The learner will use the decision-making process when making health-related choices.
ELA3LSV1.b Listening/Speaking/Viewing Recalls, interprets, and summarizes information presented orally (e.g., following multiple written and oral directions).
ELA3LSV1.d (Listening/Speaking/Viewing): Listens to and views a variety of media to acquire information. H35a: The learner will use the decision-making process when making health-related choices.
ISTE NETS-S Basic operations and concepts Critical thinking, problem solving,& decision making Communication and collaboration Digital Citizenship Research and information fluency Technology operation and concepts
Instructional Objective(s): Students will design a commercial to stimulate other students to investigate healthy alternatives for food.
Using http://linoit.com, the teacher will have the students to post their findings from their research yesterday on the components needed to write a persuasive ad or commercial. The teacher will show a short commercial and ask the students to identify the producer’s point of view. The teacher will ask the following questions:
Did the producer state a clear main idea or make his/her purpose clear?
Did the producer use specific reasons to defend his/her position?
Did the producer speak directly to the viewer(s)?
Use the persuasive graphic organizer to model how it can be used to help organize a writer’s their thoughts. Introduce Windows Movie Maker by having the student watch the clip from http://explore.live.com/windows-live-movie-maker Students should get into their groups and use the graphic organizer and a story board to begin organizing their thoughts and ideas. Students should also complete further research on how to use Windows Movie maker Close the lesson by having the students to add to their KWHL charts
Extended time will be provided for special education and Ell students based on their IEP and TPC forms
Students with little to no English will have another ESOL student to interpret and handouts will be converted to native language via Google Translate.
Gifted and Talented: Creativity of commercial production.
Visual considerations, language applications, and voice recognition systems will be in place to address all of the needs of the English Language Learner and learning disabled students
Back-up Plan: Hard copies of all the information will be available. Video and clips will be downloaded onto the computer’s desk top.
EVALUATION
Lesson Reflection and Notes Do brief conferences to check on progress. Keep track of how much of the work students are completing, because each assignment build on the next. Make sure students are following internet safety procedures.
Daily Lesson GAME Plan C
Lesson Title: Persuasive Writing ( Day 2)
Related Lesson: Healthy Choices
Grade Level: 3rd
Unit: Making Healthy Choices for a Health y Life
GOALS
Content Standards: ELA3W2a Persuasive: Captures a reader's interest by stating a clear position/opinion and developing a point of view.
ELA3W2e Persuasive: Uses appropriate organizational structures to ensure coherence (introduction, body, conclusion) and appropriate formats (speech, brochures, advertisement, movie and book reviews).
H35a: The learner will use the decision-making process when making health-related choices.
ELA3LSV1.b Listening/Speaking/Viewing Recalls, interprets, and summarizes information presented orally (e.g., following multiple written and oral directions).
ELA3LSV1.d (Listening/Speaking/Viewing): Listens to and views a variety of media to acquire information. H35a: The learner will use the decision-making process when making health-related choices.
ISTE NETS-S Basic operations and concepts Critical thinking, problem solving,& decision making Communication and collaboration Digital Citizenship Research and information fluency Technology operation and concepts
Instructional Objective(s): Students will design a commercial to stimulate other students to investigate healthy alternatives for food.
ACTION
Before-Class Preparation:
Download commercials to desktop.
Make sure the other links are active.
Check out digital cameras and video cameras
During Class
Time
Instructional Activities
Materials and Resources
15 minutes
15 minutes
30 minutes
Start the lesson by showing the students two commercials. http://www.toptenz.net/top-10-persuasive-tv-ads.php Ask the students which commercial was most convincing. Tell the students a good persuasive ad or commercial states its position early. Reread the letter to Mr. Pesapane. Point out to the students how the writer stated his or her position in the first sentence of the letter. Students should break into their groups and work on their project focusing on the opening on their commercial. They will also use the internet to continue researching. Students can use the following sites as resources:
Extended time will be provided for special education and Ell students based on their IEP and TPC forms
Students with little to no English will have another ESOL student to interpret and handouts will be converted to native language via Google Translate.
Gifted and Talented: Hard copies of the materials
Visual considerations, language applications, and voice recognition systems will be in place to address all of the needs of the English Language Learner and learning disabled students
Back-up Plan: Use paper story boards to continue designing commercial.
EVALUATION
Lesson Reflection and Notes Do brief conferences to check on progress. Keep track of how much of the work students are completing, because each assignment build on the next. Make sure students are following internet safety procedures.
Daily Lesson GAME Plan C
Lesson Title: Persuasive Commercial ( Day 3)
Related Lesson: Healthy Choices
Grade Level: 3rd
Unit: Making Healthy Choices for a Health y Life
GOALS
Content Standards: ELA3W2a Persuasive: Captures a reader's interest by stating a clear position/opinion and developing a point of view.
ELA3W2e Persuasive: Uses appropriate organizational structures to ensure coherence (introduction, body, conclusion) and appropriate formats (speech, brochures, advertisement, movie and book reviews).
H35a: The learner will use the decision-making process when making health-related choices.
ELA3LSV1.b Listening/Speaking/Viewing Recalls, interprets, and summarizes information presented orally (e.g., following multiple written and oral directions).
ELA3LSV1.d (Listening/Speaking/Viewing): Listens to and views a variety of media to acquire information. H35a: The learner will use the decision-making process when making health-related choices.
ISTE NETS-S Basic operations and concepts Critical thinking, problem solving,& decision making Communication and collaboration Digital Citizenship Research and information fluency Technology operation and concepts
Instructional Objective(s): Students will design a commercial to stimulate other students to investigate healthy alternatives for food.
ACTION
Before-Class Preparation:
Make sure that other links are active.
Check out digital cameras and video cameras
During Class
Time
Instructional Activities
Materials and Resources
55 minutes
5 minutes
Students should break into their groups and work on their project focusing on the finishing their commercial. They will also use the internet to continue researching. Students can use the following sites as resources:
Extended time will be provided for special education and Ell students based on their IEP and TPC forms
Students with little to no English will have another ESOL student to interpret and handouts will be converted to native language via Google Translate.
Gifted and Talented: Creativity of commercial production.
Visual considerations, language applications, and voice recognition systems will be in place to address all of the needs of the English Language Learner and learning disabled students
Back-up Plan: Use paper story boards to continue designing commercial.
EVALUATION
Lesson Reflection and Notes Do brief conferences to check on progress. Keep track of how much of the work students are completing, because each assignment build on the next. Make sure students are following internet safety procedures.
Daily Lesson GAME Plan C
Lesson Title: Persuasive Commercial ( Day 4)
Related Lesson: Healthy Choices
Grade Level: 3rd
Unit: Making Healthy Choices for a Health y Life
GOALS
Content Standards: ELA3W2a Persuasive: Captures a reader's interest by stating a clear position/opinion and developing a point of view.
ELA3W2e Persuasive: Uses appropriate organizational structures to ensure coherence (introduction, body, conclusion) and appropriate formats (speech, brochures, advertisement, movie and book reviews).
H35a: The learner will use the decision-making process when making health-related choices.
ELA3LSV1.b Listening/Speaking/Viewing Recalls, interprets, and summarizes information presented orally (e.g., following multiple written and oral directions).
ELA3LSV1.d (Listening/Speaking/Viewing): Listens to and views a variety of media to acquire information. H35a: The learner will use the decision-making process when making health-related choices.
ISTE NETS-S Basic operations and concepts Critical thinking, problem solving,& decision making Communication and collaboration Digital Citizenship Research and information fluency Technology operation and concepts
Instructional Objective(s): Students will design a commercial to stimulate other students to investigate healthy alternatives for food.
ACTION
Before-Class Preparation:
Make sure that other links are active.
Check out digital cameras and video cameras
During Class
Time
Instructional Activities
Materials and Resources
55 minutes
5 minutes
Students should break into their groups and work on their project focusing on the finishing their commercial. They will also use the internet to continue researching. Students can use the following sites as resources:
Extended time will be provided for special education and Ell students based on their IEP and TPC forms
Students with little to no English will have another ESOL student to interpret and handouts will be converted to native language via Google Translate.
Gifted and Talented: Creativity of commercial production.
Visual considerations, language applications, and voice recognition systems will be in place to address all of the needs of the English Language Learner and learning disabled students
Back-up Plan: Use paper story boards to continue designing commercial.
EVALUATION
Lesson Reflection and Notes Do brief conferences to check on progress. Keep track of how much of the work students are completing, because each assignment build on the next. Make sure students are following internet safety procedures.
Daily Lesson GAME Plan C
Lesson Title: Persuasive Commercial ( Day 5)
Related Lesson: Healthy Choices
Grade Level: 3rd
Unit: Making Healthy Choices for a Health y Life
GOALS
Content Standards: ELA3W2a Persuasive: Captures a reader's interest by stating a clear position/opinion and developing a point of view.
ELA3W2e Persuasive: Uses appropriate organizational structures to ensure coherence (introduction, body, conclusion) and appropriate formats (speech, brochures, advertisement, movie and book reviews).
H35a: The learner will use the decision-making process when making health-related choices.
ELA3LSV1.b Listening/Speaking/Viewing Recalls, interprets, and summarizes information presented orally (e.g., following multiple written and oral directions).
ELA3LSV1.d (Listening/Speaking/Viewing): Listens to and views a variety of media to acquire information. H35a: The learner will use the decision-making process when making health-related choices.
ISTE NETS-S Basic operations and concepts Critical thinking, problem solving,& decision making Communication and collaboration Digital Citizenship Research and information fluency Technology operation and concepts
Instructional Objective(s): Students will design a commercial to stimulate other students to investigate healthy alternatives for food.
ACTION
Before-Class Preparation:
Check out digital cameras and video cameras
Make sure the projector is working.
During Class
Time
Instructional Activities
Materials and Resources
10 minutes 50 minutes
Start the lesson by passing out a rubric for each student to grade each group. Explain how to complete the rubric. Students will present their commercials to the class. Close the lesson by collecting the paper storyboards, rubrics, and KWHL charts
MONITOR
Ongoing Assessment(s): Informal: Class participation Formal: KWHL charts, rubrics, responses on Twiducate, posting on group Wiki
Accommodations and Extensions:
The needs of special education students will be addressed based on the specifics named in their IEP.
Extended time will be provided for special education and Ell students based on their IEP and TPC forms
Students with little to no English will have another ESOL student to interpret and handouts will be converted to native language via Google Translate.
Gifted and Talented: Creativity of commercial production.
Visual considerations, language applications, and voice recognition systems will be in place to address all of the needs of the English Language Learner and learning disabled students
ELA3W2a Persuasive: Captures a reader's interest by stating a clear position/opinion and developing a point of view.
ELA3W2e Persuasive: Uses appropriate organizational structures to ensure coherence (introduction, body, conclusion) and appropriate formats (speech, brochures, advertisement, movie and book reviews).
ELA3W2b Persuasive: Sustains a focus.
ELA3W2c Persuasive: Includes the appropriate purpose, expectations, and length for audience and the genre.
ELA3W2d Persuasive: Adds supportive details throughout the paper that my include relevant examples, facts, and anecdotes.
H31a (Nutrition/Personal Health): The learner will explain the relationship between food, energy, and health.
H31b (Nutrition/Personal Health): The learner will describe how to choose healthful snacks.
H35a: The learner will use the decision-making process when making health-related choices.
ELA3LSV1.b Listening/Speaking/Viewing Recalls, interprets, and summarizes information presented orally (e.g., following multiple written and oral directions).
ELA3LSV1.a Listening/Speaking/Viewing Adapts oral language to fit the situation by following the rules of conversation with peers and adults.
ELA3LSV1.d (Listening/Speaking/Viewing): Listens to and views a variety of media to acquire information.
H35a: The learner will use the decision-making process when making health-related choices.
Basic operations and concepts Critical thinking, problem solving,& decision making
Communication and collaboration Digital Citizenship
Research and information fluency Technology operation and concepts
25 minutes
25 minutes
The teacher will show a short commercial and ask the students to identify the producer’s point of view. The teacher will ask the following questions:
- Did the producer state a clear main idea or make his/her purpose clear?
- Did the producer use specific reasons to defend his/her position?
- Did the producer speak directly to the viewer(s)?
Use the persuasive graphic organizer to model how it can be used to help organize a writer’s their thoughts.Introduce Windows Movie Maker by having the student watch the clip from http://explore.live.com/windows-live-movie-maker
Students should get into their groups and use the graphic organizer and a story board to begin organizing their thoughts and ideas.
Students should also complete further research on how to use Windows Movie maker
Close the lesson by having the students to add to their KWHL charts
Persuasive graphic organizer
Story boards layouts http://xinsight.ca/tools/storyboard_template_16x9.pdf
Window Movie Maker
http://explore.live.com/windows-live-movie-maker
MONITOR
Informal: Class participation
Formal: KWHL charts, rubrics, responses on Twiducate, posting on group Wiki
- The needs of special education students will be addressed based on the specifics named in their IEP.
- English Language Learners will be provided with accommodations based upon the ACCESS Can do Descriptors http://www.wida.us/standards/CAN_DOs/.
- Extended time will be provided for special education and Ell students based on their IEP and TPC forms
- Students with little to no English will have another ESOL student to interpret and handouts will be converted to native language via Google Translate.
- Gifted and Talented: Creativity of commercial production.
- Visual considerations, language applications, and voice recognition systems will be in place to address all of the needs of the English Language Learner and learning disabled students
- Make sure that persuasive terminology is clear.
- PowerPoint presentation to help break down persuasive writing https://docs.google.com/viewer?a=v&q=cache:U0QlgMnXbbAJ:www.euniceelem.slp.k12.la.us/powepoint/Four_Square_Writing_for_Grades_3-5.ppt+&hl=en&gl=us&pid=bl&srcid=ADGEEShffkb8Ca_72acrLkJXhvdX439J0TM5yd6ZMLbjn6R6U1GE-v8KWz_2Zkbhxnr0mq1wPBqd5J6xUp1Duqh086pfpzZOHGGNLIxqmb-qiViuO3lQbMPivG37klLNJ-tZsv3lAzw2&sig=AHIEtbSRl3LAjB_PhFqUds7XlRmEKlh6Kw
- Students will be able to watch videos to help understand how to use windows movie maker and paper story boards
http://www.youtube.com/watch?v=MiVyqQmCuw8 or http://explore.live.com/windows-live-movie-makerHard copies of all the information will be available.
Video and clips will be downloaded onto the computer’s desk top.
Do brief conferences to check on progress. Keep track of how much of the work students are completing, because each assignment build on the next. Make sure students are following internet safety procedures.
Daily Lesson GAME Plan C
ELA3W2a Persuasive: Captures a reader's interest by stating a clear position/opinion and developing a point of view.
ELA3W2e Persuasive: Uses appropriate organizational structures to ensure coherence (introduction, body, conclusion) and appropriate formats (speech, brochures, advertisement, movie and book reviews).
ELA3W2b Persuasive: Sustains a focus.
ELA3W2c Persuasive: Includes the appropriate purpose, expectations, and length for audience and the genre.
ELA3W2d Persuasive: Adds supportive details throughout the paper that my include relevant examples, facts, and anecdotes.
H31a (Nutrition/Personal Health): The learner will explain the relationship between food, energy, and health.
H31b (Nutrition/Personal Health): The learner will describe how to choose healthful snacks.
H35a: The learner will use the decision-making process when making health-related choices.
ELA3LSV1.b Listening/Speaking/Viewing Recalls, interprets, and summarizes information presented orally (e.g., following multiple written and oral directions).
ELA3LSV1.a Listening/Speaking/Viewing Adapts oral language to fit the situation by following the rules of conversation with peers and adults.
ELA3LSV1.d (Listening/Speaking/Viewing): Listens to and views a variety of media to acquire information.
H35a: The learner will use the decision-making process when making health-related choices.
Basic operations and concepts Critical thinking, problem solving,& decision making
Communication and collaboration Digital Citizenship
Research and information fluency Technology operation and concepts
15 minutes
30 minutes
Reread the letter to Mr. Pesapane. Point out to the students how the writer stated his or her position in the first sentence of the letter.
Students should break into their groups and work on their project focusing on the opening on their commercial. They will also use the internet to continue researching.
Students can use the following sites as resources:
- http://www.sotherden.com/video101/storyboard.htm
- http://www.bam.gov/sub_foodnutrition/index.html
- http://kidshealth.org/kid/stay_healthy/food/fitness_nutrition_center.html
- http://www.choosemyplate.gov/espanol.html
- http://www2c.cdc.gov/podcasts/
- http://www.diabetic-dieting.com/food-groups.html
Close lesson by having the students Tweet any questions or concerns.Copy of letter to Mr. Pesapane
Informal: Class participation
Formal: KWHL charts, rubrics, responses on Twiducate, posting on group Wiki
- The needs of special education students will be addressed based on the specifics named in their IEP.
- English Language Learners will be provided with accommodations based upon the ACCESS Can do Descriptors http://www.wida.us/standards/CAN_DOs/.
- Extended time will be provided for special education and Ell students based on their IEP and TPC forms
- Students with little to no English will have another ESOL student to interpret and handouts will be converted to native language via Google Translate.
- Gifted and Talented: Hard copies of the materials
- Visual considerations, language applications, and voice recognition systems will be in place to address all of the needs of the English Language Learner and learning disabled students
- Make sure that persuasive terminology is clear.
- PowerPoint presentation to help break down persuasive writing https://docs.google.com/viewer?a=v&q=cache:U0QlgMnXbbAJ:www.euniceelem.slp.k12.la.us/powepoint/Four_Square_Writing_for_Grades_3-5.ppt+&hl=en&gl=us&pid=bl&srcid=ADGEEShffkb8Ca_72acrLkJXhvdX439J0TM5yd6ZMLbjn6R6U1GE-v8KWz_2Zkbhxnr0mq1wPBqd5J6xUp1Duqh086pfpzZOHGGNLIxqmb-qiViuO3lQbMPivG37klLNJ-tZsv3lAzw2&sig=AHIEtbSRl3LAjB_PhFqUds7XlRmEKlh6Kw
- Students will be able to watch videos to help understand how to use windows movie maker and paper story boards
http://www.youtube.com/watch?v=MiVyqQmCuw8 or http://explore.live.com/windows-live-movie-makerUse paper story boards to continue designing commercial.
Do brief conferences to check on progress. Keep track of how much of the work students are completing, because each assignment build on the next. Make sure students are following internet safety procedures.
Daily Lesson GAME Plan C
ELA3W2a Persuasive: Captures a reader's interest by stating a clear position/opinion and developing a point of view.
ELA3W2e Persuasive: Uses appropriate organizational structures to ensure coherence (introduction, body, conclusion) and appropriate formats (speech, brochures, advertisement, movie and book reviews).
ELA3W2b Persuasive: Sustains a focus.
ELA3W2c Persuasive: Includes the appropriate purpose, expectations, and length for audience and the genre.
ELA3W2d Persuasive: Adds supportive details throughout the paper that my include relevant examples, facts, and anecdotes.
H31a (Nutrition/Personal Health): The learner will explain the relationship between food, energy, and health.
H31b (Nutrition/Personal Health): The learner will describe how to choose healthful snacks.
H35a: The learner will use the decision-making process when making health-related choices.
ELA3LSV1.b Listening/Speaking/Viewing Recalls, interprets, and summarizes information presented orally (e.g., following multiple written and oral directions).
ELA3LSV1.a Listening/Speaking/Viewing Adapts oral language to fit the situation by following the rules of conversation with peers and adults.
ELA3LSV1.d (Listening/Speaking/Viewing): Listens to and views a variety of media to acquire information.
H35a: The learner will use the decision-making process when making health-related choices.
Basic operations and concepts Critical thinking, problem solving,& decision making
Communication and collaboration Digital Citizenship
Research and information fluency Technology operation and concepts
5 minutes
Students can use the following sites as resources:
- http://www.sotherden.com/video101/storyboard.htm
- http://www.bam.gov/sub_foodnutrition/index.html
- http://kidshealth.org/kid/stay_healthy/food/fitness_nutrition_center.html
- http://www.choosemyplate.gov/espanol.html
- http://www2c.cdc.gov/podcasts/
- http://www.diabetic-dieting.com/food-groups.html
- Commercial http://www.toptenz.net/top-10-persuasive-tv-ads.php
Close lesson by having the students add to KWHL charts and Tweet any questions or concerns.Informal: Class participation
Formal: KWHL charts, rubrics, responses on Twiducate, posting on group Wiki
- The needs of special education students will be addressed based on the specifics named in their IEP.
- English Language Learners will be provided with accommodations based upon the ACCESS Can do Descriptors http://www.wida.us/standards/CAN_DOs/.
- Extended time will be provided for special education and Ell students based on their IEP and TPC forms
- Students with little to no English will have another ESOL student to interpret and handouts will be converted to native language via Google Translate.
- Gifted and Talented: Creativity of commercial production.
- Visual considerations, language applications, and voice recognition systems will be in place to address all of the needs of the English Language Learner and learning disabled students
- Make sure that persuasive terminology is clear.
- PowerPoint presentation to help break down persuasive writing https://docs.google.com/viewer?a=v&q=cache:U0QlgMnXbbAJ:www.euniceelem.slp.k12.la.us/powepoint/Four_Square_Writing_for_Grades_3-5.ppt+&hl=en&gl=us&pid=bl&srcid=ADGEEShffkb8Ca_72acrLkJXhvdX439J0TM5yd6ZMLbjn6R6U1GE-v8KWz_2Zkbhxnr0mq1wPBqd5J6xUp1Duqh086pfpzZOHGGNLIxqmb-qiViuO3lQbMPivG37klLNJ-tZsv3lAzw2&sig=AHIEtbSRl3LAjB_PhFqUds7XlRmEKlh6Kw
- Students will be able to watch videos to help understand how to use windows movie maker and paper story boards
http://www.youtube.com/watch?v=MiVyqQmCuw8 or http://explore.live.com/windows-live-movie-makerUse paper story boards to continue designing commercial.
Do brief conferences to check on progress. Keep track of how much of the work students are completing, because each assignment build on the next. Make sure students are following internet safety procedures.
Daily Lesson GAME Plan C
ELA3W2a Persuasive: Captures a reader's interest by stating a clear position/opinion and developing a point of view.
ELA3W2e Persuasive: Uses appropriate organizational structures to ensure coherence (introduction, body, conclusion) and appropriate formats (speech, brochures, advertisement, movie and book reviews).
ELA3W2b Persuasive: Sustains a focus.
ELA3W2c Persuasive: Includes the appropriate purpose, expectations, and length for audience and the genre.
ELA3W2d Persuasive: Adds supportive details throughout the paper that my include relevant examples, facts, and anecdotes.
H31a (Nutrition/Personal Health): The learner will explain the relationship between food, energy, and health.
H31b (Nutrition/Personal Health): The learner will describe how to choose healthful snacks.
H35a: The learner will use the decision-making process when making health-related choices.
ELA3LSV1.b Listening/Speaking/Viewing Recalls, interprets, and summarizes information presented orally (e.g., following multiple written and oral directions).
ELA3LSV1.a Listening/Speaking/Viewing Adapts oral language to fit the situation by following the rules of conversation with peers and adults.
ELA3LSV1.d (Listening/Speaking/Viewing): Listens to and views a variety of media to acquire information.
H35a: The learner will use the decision-making process when making health-related choices.
Basic operations and concepts Critical thinking, problem solving,& decision making
Communication and collaboration Digital Citizenship
Research and information fluency Technology operation and concepts
5 minutes
Students can use the following sites as resources:
- http://www.sotherden.com/video101/storyboard.htm
- http://www.bam.gov/sub_foodnutrition/index.html
- http://kidshealth.org/kid/stay_healthy/food/fitness_nutrition_center.html
- http://www.choosemyplate.gov/espanol.html
- http://www2c.cdc.gov/podcasts/
- http://www.diabetic-dieting.com/food-groups.html
- Commercial http://www.toptenz.net/top-10-persuasive-tv-ads.php
Close lesson by having the students add to KWHL charts and Tweet any questions or concerns.Informal: Class participation
Formal: KWHL charts, rubrics, responses on Twiducate, posting on group Wiki
- The needs of special education students will be addressed based on the specifics named in their IEP.
- English Language Learners will be provided with accommodations based upon the ACCESS Can do Descriptors http://www.wida.us/standards/CAN_DOs/.
- Extended time will be provided for special education and Ell students based on their IEP and TPC forms
- Students with little to no English will have another ESOL student to interpret and handouts will be converted to native language via Google Translate.
- Gifted and Talented: Creativity of commercial production.
- Visual considerations, language applications, and voice recognition systems will be in place to address all of the needs of the English Language Learner and learning disabled students
- Make sure that persuasive terminology is clear.
- PowerPoint presentation to help break down persuasive writing https://docs.google.com/viewer?a=v&q=cache:U0QlgMnXbbAJ:www.euniceelem.slp.k12.la.us/powepoint/Four_Square_Writing_for_Grades_3-5.ppt+&hl=en&gl=us&pid=bl&srcid=ADGEEShffkb8Ca_72acrLkJXhvdX439J0TM5yd6ZMLbjn6R6U1GE-v8KWz_2Zkbhxnr0mq1wPBqd5J6xUp1Duqh086pfpzZOHGGNLIxqmb-qiViuO3lQbMPivG37klLNJ-tZsv3lAzw2&sig=AHIEtbSRl3LAjB_PhFqUds7XlRmEKlh6Kw
- Students will be able to watch videos to help understand how to use windows movie maker and paper story boards
http://www.youtube.com/watch?v=MiVyqQmCuw8 or http://explore.live.com/windows-live-movie-makerUse paper story boards to continue designing commercial.
Do brief conferences to check on progress. Keep track of how much of the work students are completing, because each assignment build on the next. Make sure students are following internet safety procedures.
Daily Lesson GAME Plan C
ELA3W2a Persuasive: Captures a reader's interest by stating a clear position/opinion and developing a point of view.
ELA3W2e Persuasive: Uses appropriate organizational structures to ensure coherence (introduction, body, conclusion) and appropriate formats (speech, brochures, advertisement, movie and book reviews).
ELA3W2b Persuasive: Sustains a focus.
ELA3W2c Persuasive: Includes the appropriate purpose, expectations, and length for audience and the genre.
ELA3W2d Persuasive: Adds supportive details throughout the paper that my include relevant examples, facts, and anecdotes.
H31a (Nutrition/Personal Health): The learner will explain the relationship between food, energy, and health.
H31b (Nutrition/Personal Health): The learner will describe how to choose healthful snacks.
H35a: The learner will use the decision-making process when making health-related choices.
ELA3LSV1.b Listening/Speaking/Viewing Recalls, interprets, and summarizes information presented orally (e.g., following multiple written and oral directions).
ELA3LSV1.a Listening/Speaking/Viewing Adapts oral language to fit the situation by following the rules of conversation with peers and adults.
ELA3LSV1.d (Listening/Speaking/Viewing): Listens to and views a variety of media to acquire information.
H35a: The learner will use the decision-making process when making health-related choices.
Basic operations and concepts Critical thinking, problem solving,& decision making
Communication and collaboration Digital Citizenship
Research and information fluency Technology operation and concepts
50 minutes
Explain how to complete the rubric.
Students will present their commercials to the class.
Close the lesson by collecting the paper storyboards, rubrics, and KWHL charts
Informal: Class participation
Formal: KWHL charts, rubrics, responses on Twiducate, posting on group Wiki
- The needs of special education students will be addressed based on the specifics named in their IEP.
- English Language Learners will be provided with accommodations based upon the ACCESS Can do Descriptors http://www.wida.us/standards/CAN_DOs/.
- Extended time will be provided for special education and Ell students based on their IEP and TPC forms
- Students with little to no English will have another ESOL student to interpret and handouts will be converted to native language via Google Translate.
- Gifted and Talented: Creativity of commercial production.
- Visual considerations, language applications, and voice recognition systems will be in place to address all of the needs of the English Language Learner and learning disabled students
- Make sure that persuasive terminology is clear.
- PowerPoint presentation to help break down persuasive writing https://docs.google.com/viewer?a=v&q=cache:U0QlgMnXbbAJ:www.euniceelem.slp.k12.la.us/powepoint/Four_Square_Writing_for_Grades_3-5.ppt+&hl=en&gl=us&pid=bl&srcid=ADGEEShffkb8Ca_72acrLkJXhvdX439J0TM5yd6ZMLbjn6R6U1GE-v8KWz_2Zkbhxnr0mq1wPBqd5J6xUp1Duqh086pfpzZOHGGNLIxqmb-qiViuO3lQbMPivG37klLNJ-tZsv3lAzw2&sig=AHIEtbSRl3LAjB_PhFqUds7XlRmEKlh6Kw
- Students will be able to watch videos to help understand how to use windows movie maker and paper story boards
http://www.youtube.com/watch?v=MiVyqQmCuw8 or http://explore.live.com/windows-live-movie-makerStart to grade materials and provide feedback